Asma

TP 7. A good neighborhood - Bignneres A1 level

TP 7. A good neighborhood Bignneres A1 level

Description

in this lesson my main aim is grammar ( There is / isn't). my sub aim is speaking all within the context of (A good neighborhood

Materials

Board, Markers, CB Hand outs,Personal H.O" pictures by projector"

Board, Markers, CB Hand outs,Personal H.O" pictures by projector"

Hand outs, Straight forward Beginner Ss Bk U5b

Hand outs, Straight forward Beginner Ss Bk U5b

Board, Markers, CB Hand outs,Personal H.O" pictures by projector"

Board, Markers, CB Hand outs,Personal H.O" pictures by projector"

Hand outs, Straight forward Beginner Ss Bk U5b

Hand outs, Straight forward Beginner Ss Bk U5b

Main Aims

To provide of There is,There isn't there are/arn't and the questions (is there/are there?) in the context of A good neighbourhood

Subsidiary Aims

To provide fluency speaking practice in a by giving examples, and peer discusions through activities in the context of A good neighbourhood

Procedure (35-49 minutes)

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Walk in the class after greetings I can ask Ss where do you live? “In Istanbul “ they might say,ask again where in Istanbul ?they will have answers like, levent sisle.etc. I’ll say (is it a nice place there? Do have shops, restaurants, banks… in your area or near you? Ok , what do you have? Shops, a mosque(I’ll write it down on the board, e.g in ….there is a mosque, there is a bank, there isn’t a supermarket. After writing the sentences, I’ll ask them to make the question (using the board, gestures ,punctuation marks) to elicit the meaning from them and then put it on the board. Try to elicit the word neighborhood from Ss

Exposure & clarification (8-10 minutes) • To provide context for the target language through a text or situation

Illustrating the functional language on the board.
Affirmative positive
there is a supermarket
are two schools
Negative
There isn't a resturant
aren't any parks
Question Short Answer
Is there a park? Yes, there is
No, there isn't
Are any parks? Yes, there are
No, there aren't
Teach vocabulary used in some activities (beach, museum, train station..)

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

we have two pictures of two neighborhoods, the have similarities and differences. Students are asked to work in pairs hiding their pictures from the pair. Students will describe their pictures using target language in detail to the partner ( there is a market in ...)they should find about 3 differences then they can compare their pictures to check. ask one or two pairs to tell you what they found.

Another activity will follow. Students will ask each other in pairs about their neighborhood they are given 3 minutes to discuss and then one or two answers are checked on the board.
Hand outs are give to students with words l(hospital, station, beaches, a bank, a hotel,any schools…and a market)
Students are instructed to put each word in a form of a question using target language.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

Another activity will follow. Students will ask each other in pairs about their neighborhood they are given 3 minutes to discuss and then one or two answers are checked on the board.
Hand outs are give to students with words l(hospital, station, beaches, a bank, a hotel,any schools…and a market)
Students are instructed to put each word in a form of a question using target language.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

I'll talk briefly of my self (I live in a safe neighborhood in my town with very good neighbors. there are small shops. there are two mosques and there is a school. unfortunately there aren't any gardens. there isn't a cinema and there isn't a big market. but there is a minimarket where we can buy vegetables)
working in pairs students should be able to tell their own description of their neighborhoods. one or two of them will tell his lines to class.

More free Practice (4-6 minutes) • To provide students with free practice of the target language